TEACH-NOW Lesson Plan

Lesson Plan
Lesson Title: Talking about Travel
Grade Level and Course: English Conversation, Grade 12/13
Time Segment of Lesson: 50 minutes (Edit video to 15-20 minutes)

Standard(s) Addressed in Lesson:

Slides for this lesson. (It’s necessary to look at the slides for this lesson to get an idea
of what the teacher will be doing because the lesson plan is really bare.)

Objective(s) of the Lesson: Students will be able to …

The content objectives are written as the objectives of the class and language
objectives are written as the vocabulary objectives in this lesson plan. I would have
rewrote the language objectives in this way:

By the end of this class I will be able to:

- Talk about a trip I took using the simple past tense and present perfect tense.
Ex. I went to Spain. I have eaten lots of seafood, but I have never tasted
seafood prepared in this way before.

- Use 5 or more vocabulary words from this class in my account.

- Use adjectives and adverbs correctly to describe what I did.

Ex. We ran off the boat quickly and looked at the beautiful scenery in the
harbor.

I would have rewritten the content objectives in this way:

By the end of this class I will be able to:

-Describe a trip I took accurately

-Write a descriptive paragraph about a place I have visited on vacation.

● talk about a trip they took using appropriate vocabulary and grammatical
expressions
● write a descriptive paragraph about a place using appropriate adjectives and
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adverbs

Vocabulary (and other literacy skills):

● Travel-related vocabulary (see slides)
● Grammar: past simple tense to talk about travel (and present perfect to talk about
experience--for more advanced students)
● Use of adjectives and adverbs to write a descriptive paragraph

Student Diversity and Differentiation of Instruction

Student Diversity Differentiation of Instruction

ELL (all 17 students are native Korean
speakers who are learning English as a
foreign language)
More advanced students
Struggling/lower-level students
Include Korean translations, especially for
difficult vocabulary; offer sentence starters,
talk students through examples
Focus on present perfect and giving more
information about their travels
Focus on simple past tense and focus on most-
used verbs

Formative and Summative Assessments

Formative Assessment Summative Assessment

Entrance Ticket (review of last week’s
expression)
FlipGrid Activity (homework)
Paragraph Writing Activity (homework)
● Summative assessment: there will be a
Canvas quiz next week in which students will
select multiple choice answers as well as
answer more open-ended questions related to
travel.

Big Ideas to be Addressed in the Lesson:

● Using simple past to tell about a trip you took
● Combining appropriate vocabulary, grammar, and expressions to produce fluent written
and spoken communication

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Discussion Questions
● What is the longest plane trip you’ve taken? Tell me about it.
● What foreign countries have you visited?
● Tell me about a trip you took.
● What is your favorite place you have visited?

21st Century Knowledge and Skills

21st Century Knowledge and Skills Teaching Strategies

Technology Kakao Talk app, FlipGrid, Canvas LMS
Communication Tell the class about a trip you took

Teaching Strategies and Related Student Activities (Include Web 2.0 activities as
appropriate):

Teaching Strategies and Activities:

● Quick review of last week using Entry Ticket
This entry ticket was to have students send a personal message to the teacher on Kakao
about what they would like to have for lunch today. I would change this activity from using
Kakao (an instant messaging application) to using Google Jamboard so that students could
see other students' answers, and I would also have them find and post a picture of the dish
they would like to eat. This would make the activity more interesting and engaging to
students.
● Explanation of most useful travel-related vocabulary
The teacher here has only one slide for about 50 travel-related vocabulary words. I think I
would reduce the amount of vocabulary words to 10 of the most useful words. I would also
add an activity where I would show pictures of vocabulary words and situations, and have
students compete in small groups to see who could identify which vocabulary word the
picture is showing first by hitting a small buzzer and shouting “ding ding ding!” It wouldn’t
have to take more than 3 or 4 minutes, but it would give students a stronger association for
the vocabulary word.
● Explain discussion questions and walk students through sample answers
There is very little scaffolding of how to use the vocabulary, two tenses, and adjectives and
adverbs before jumping into one dialogue and discussion questions, and then a short essay.

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First, I would give a few examples with pictures and translations of how to use the tenses
and adjectives. Then I would have students do a sentence starter multiple choice worksheet
which shows how the grammar and parts of speech should be used. For this activity I would
have students work in pairs, and then have the students give the worksheet to another pair
to correct each other’s work after the activity. I would have them try to explain to the other
pair why their mistakes were wrong in English.

After this I would add another pair activity, which would be a fill-in-the-blank, example story
of a story similar to the one they are about to write. I would include example sentences of
the tenses, and adverbs involved as well as a word bank with the classes vocabulary words on
the worksheet. This would get students more confident and familiar with using these tenses
and parts of speech, and it would set them up for the writing activity where they talk about
their own trip.

Then I would create a Kahoot! quiz where students would watch a 1-2 minute video of a
speaker talking about a recent trip, and they could answer questions about which target
tense and part of speech they were using. This would help students practice their listening
domain and it would force them to focus on the tenses and parts of speech being used.

From here I would have students change to groups of 4 and have them take turns answering
and asking each other the discussion questions in the slides by speaking. This would help
them work on their listening and speaking domains in this class.

Finally, I would have students write their descriptive paragraph assignment and submit it to
the class Canvas as the teacher originally planned. But I would have this submission be the
exit ticket. The next class, I would have students peer-review this assignment and look for
errors in the use of vocabulary, tense, and parts of speech learned in this lesson.
● FlipGrid tutorial (this will be students’ first time using the app)
● Activity explanation (FlipGrid and Writing)

Teacher/Student Input: Write a note on what you expect the teacher and students to do as a
part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type
of activity.

Prepare slideshow and electronic copies of textbook pages. (I do it.)

Record lecture and upload to YouTube and school LMS. (I do it.)
Watch the lecture. (You do it.)
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Post activities to class LMS (Canvas). (I do it.)

Share what we’d like to have for lunch (by way of review) to our Kakao chatroom. (We do it.)
Do class activities (paragraph writing and FlipGrid). (You do it.)

Review:
● I will use an entry ticket to review some vocabulary and an expression from last week’s
class (would like to...What would you like to have for lunch today?)
● In following class, students will be placed in virtual groups and have conversations about
their travels using what they’ve learned in today’s class.

Materials and Resources for Lesson

Materials, Technology, and Websites Required Preparation

Canvas Post instructions for student activities
FlipGrid Set up FlipGrid activity and instructions
Slideshow Create in Google Slides
Electronic textbook pages Scan and post to Files section of Canvas